Standards Student Learning Targets

RL.11-12.1: Cite strong and thorough textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text,

including determining where the text leaves matters uncertain.

I can identify and explain how textual evidence

supports what the author states directly and

what he/she implies.

I can determine if there is sufficient evidence

to support what the text says.

I can determine the quality of the evidence

used to support what the text says.

I can identify and explain areas of the text that

are unclear.

RL.11-12.2: Determine two or more themes or central ideas of a text and

analyze their development over the course of the text, including how they

interact and build on one another to produce a complex account; provide an

objective summary of the text.

I can Identify two or more themes or central

ideas of a text.

I can explain how multiple themes or ideas are

developed and build on one another to

produce a complex text.

I can summarize a text.

RL.11-12.3: Analyze the impact of the author’s choices regarding how to

develop and relate elements of a story or drama (e.g., where a story is set,

how the action is ordered, how the characters are introduced and developed).

I can identify and explain how an author's

choice of setting and order of events work to

affect the story or drama.

READING STANDARDS FOR LITERATURE 11-12

Grade 11-12 ELA Standards and Student Learning Targets

I can identify and explain how the author's

choices about character development work to

affect the story and drama.

RL.11-12.4: Determine the meaning of words and phrases as they are used

in the text, including figurative and connotative meanings; analyze the impact

of specific word choices on meaning and tone, including words with multiple

meanings or language that is particularly fresh, engaging, or beautiful.

(Include Shakespeare as well as other authors.)

I can identify figurative language in a text.

I can identify connotative meanings of certain

words in a text.

I can identify how specific words and phrases

influence the meaning of a text.

I can identify how specific words and phrases

influence the tone of a text.

I can identify how unique language engages

readers and influences the author's tone.

RL.11-12.5: Analyze how an author’s choices concerning how to structure

specific parts of a text (e.g., the choice of where to begin or end a story, the

choice to provide a comedic or tragic resolution) contribute to its overall

structure and meaning as well as its aesthetic impact.

I can identify and explain how an author's

choices about specific parts of a text contribute

to its overall structure, meaning, and artistic

appeal.

RL.11-12.6: Analyze a case in which grasping point of view requires

distinguishing what is directly stated in a text from what is really meant (e.g.,

satire, sarcasm, irony, or understatement).

I can identify an author's actual point of view

about a particular subject by comparing what

is stated directly to what is implied through

literary techniques such as satire, sarcasm,

irony, or understatement, etc.

RL.11-12.7: Analyze multiple interpretations of a story, drama, or poem (e.g.,

recorded or live production of a play or recorded novel or poetry), evaluating

how each version interprets the source text. (Include at least one play by

Shakespeare and one play by an American dramatist.)

I can analyze multiple versions of a story,

drama, or poem, and evaluate how each

interprets the original text.

RL.11-12.8: (Not applicable to literature)

RL.11-12.9: Demonstrate knowledge of eighteenth-, nineteenth- and early-

twentieth-century foundational works of American literature, including how two

or more texts from the same period treat similar themes or topics.

I can compare foundational works of American

literature to determine how two or more texts

treat similar themes or topics.

RL.11-12.10: By the end of grade 11, read and comprehend literature,

including stories, dramas, and poems, in the grades 11–CCR text complexity

band proficiently, with scaffolding as needed at the high end of the range. By

the end of grade 12, read and comprehend literature, including stories,

dramas, and poems, at the high end of the grades 11–CCR text complexity

band independently and proficiently.

(11) I can read and understand highly complex

literature with some support. (12) I can read

and understand highly complex literature

independently and proficiently.

RI.11-12.1: Cite strong and thorough textual evidence to support analysis of

what the text says explicitly as well as inferences drawn from the text,

including determining where the text leaves matters uncertain.

I can identify the difference between what the

author states directly and what he/she implies

in the text.

I can supply strong and thorough textual

evidence to support what the author states

directly and what he/she implies.

I can determine where the text leaves matters

uncertain due to a lack of textual evidence.

READING STANDARDS FOR INFORMATION TEXT 7-12

RI.11-12.2: Determine two or more central ideas of a text and analyze their

development over the course of the text, including how they interact and build

on one another to provide a complex analysis; provide an objective summary

of the text.

I can find two or more central ideas of a text

and explain their development throughout the

text.

I can explain how the central ideas work

together and build on one another to produce

a complex analysis.

I can provide an objective summary of the text.

RI.11-12.3: Analyze a complex set of ideas or sequence of events and

explain how specific individuals, ideas, or events interact and develop over

the course of the text.

I can identify a complex set of ideas or a

sequence of events in a text.

I can explain how specific individuals, ideas, or

events interact and develop throughout the

text.

RI.11-12.4: Determine the meaning of words and phrases as they are used

in a text, including figurative, connotative, and technical meanings; analyze

how an author uses and refines the meaning of a key term or terms over the

course of a text (e.g., how Madison defines faction in Federalist No. 10).

I can identify figurative language in an

informational text.

I can identify the connotative and technical

meanings of specific words in an informational

text.

I can explain how an author uses and clarifies

the meanings of key terms used throughout

the text.

RI.11-12.5: Analyze and evaluate the effectiveness of the structure an author

uses in his or her exposition or argument, including whether the structure

makes points clear, convincing, and engaging.

I can identify the structure of an author's

exposition or argument and evaluate its

effectiveness for his/her purpose(s).

I can determine whether an author's structure

makes his or her points clear, convincing, and

interesting.

RI.11-12.6: Determine an author’s point of view or purpose in a text in which

the rhetoric is particularly effective, analyzing how style and content

contribute to the power, persuasiveness, or beauty of the text.

I can identify the author's use of literary and

stylistic techniques that effectively represent

his/her point of view.

I can explain how the author's style and

content contribute to the power,

persuasiveness, or beauty of the text.

I can identify and explain how the author

makes clear that his/her views are different

from others' opinions

RI.11-12.7: Integrate and evaluate multiple sources of information presented

in different media or formats (e.g., visually, quantitatively) as well as in words

in order to address a question or solve a problem.

I can bring together a variety of sources of

information, such as texts, media, or other

formats, to address a question or solve a

problem.

RI.11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts,

including the application of constitutional principles and use of legal reasoning

(e.g., in U.S. Supreme Court majority opinions and dissents) and the

premises, purposes, and arguments in works of public advocacy (e.g., The

Federalist, presidential addresses).

I can outline and explain the reasoning in key

U.S. texts.

I can outline and explain how U.S. texts use

constitutional principles and use legal

reasoning.

I can outline and explain the premises,

purposes, and arguments in works of public

advocacy.

RI.11-12.9: Analyze seventeenth-, eighteenth-, and nineteenth-century

foundational U.S. documents of historical and literary significance (including

The Declaration of Independence, the Preamble to the Constitution, the Bill of

Rights, and Lincoln’s Second Inaugural Address) for their themes, purposes,

and rhetorical features.

I can identify and explain the themes,

purposes, literary and stylistic techniques used

in foundational U.S. documents.

RI:11-12.10: By the end of grade 11, read and comprehend literary nonfiction

in the grades 11–CCR text complexity band proficiently, with scaffolding as

needed at the high end of the range. By the end of grade 12, read and

comprehend literary nonfiction at the high end of the grades 11–CCR text

complexity band independently and proficiently.

(11) I can read and comprehend highly

complex literary nonfictin with proficiency and

with support as needed. (12) I can read and

comprehend highly complex literary nonfiction

independently and proficiently.

W.11-12.1: Write arguments to support claims in an analysis of substantive

topics or texts, using valid reasoning and relevant and sufficient evidence.

I can write a claim(s) and support it with valid

reasons and enough evidence to build an

argument that analyzes a topic or a text.

a. Introduce precise, knowledgeable claim(s), establish the significance of the

claim(s), distinguish the claim(s) from alternate or opposing claims, and

create an organization that logically sequences claim(s), counterclaims,

reasons, and evidence.

a. I can write clear and well-founded claim(s)

and distinguish the claim(s) from different or

opposing claims.

a. I can organize claims, counterclaims,

reasons, and evidence in a logical sequence.

b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the

most relevant evidence for each while pointing out the strengths and

limitations of both in a manner that anticipates the audience’s knowledge

level, concerns, values, and possible biases.

b. I can provide specific evidence that supports

both the claim(s) and the counterclaim(s) and

identifies the pros and cons of each.

b. I can provide evidence in a way that

anticipates what the audience knows and

believes about the issue.

WRITING STANDARDS 7-12

c. Use words, phrases, and clauses as well as varied syntax to link the major

sections of the text, create cohesion, and clarify the relationships between

claim(s) and reasons, between reasons and evidence, and between claim(s)

and counterclaims.

c. I can structure and vary words, phrases, and

clauses in sentences to unify the text.

d. Establish and maintain a formal style and objective tone while attending to

the norms and conventions of the discipline in which they are writing.

d. I can use formal words and language to

write about an issue or topic.

e. Provide a concluding statement or section that follows from and supports

the argument presented.

e. I can conclude my writing with a statement

that backs claims in my argument.

W.11-12.2: Write informative/explanatory texts to examine and convey

complex ideas, concepts, and information clearly and accurately through the

effective selection, organization, and analysis of content.

I can write an essay that conveys complex

ideas and information.

I can write a clear and accurate essay through

careful organization and analysis of the

selected information.

a. Introduce a topic; organize complex ideas, concepts, and information so

that each new element builds on that which precedes it to create a unified

whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and

multimedia when useful to aiding comprehension.

a. I can organize an essay of complex ideas

where each new element builds on the

information that comes before.

a. I can format the essay to include relevant

headings, graphics, and multimedia to aid

understanding.

b. Develop the topic thoroughly by selecting the most significant and relevant

facts, extended definitions, concrete details, quotations, or other information

and examples appropriate to the audience’s knowledge of the topic.

b. I can select the most significant and relevant

information for my topic.

b. I can develop my topic thoroughly through

extended definitions, concrete details,

quotations and other information appropriate

to the audience's knowledge.

c. Use appropriate and varied transitions and syntax to link the major sections

of the text, create cohesion, and clarify the relationships among complex

ideas and concepts.

c. I can use a variety of transitions and

sentence patterns to link complex ideas and

concepts to unify the text.

d. Use precise language, domain-specific vocabulary, and techniques such

as metaphor, simile, and analogy to manage the complexity of the topic.

d. I can use vocabulary and language specific

to my topic.

d. I can use figurative language such as

metaphor, simile and analogy to express

complex ideas.

e. Establish and maintain a formal style and objective tone while attending to

the norms and conventions of the discipline in which they are writing.

e. I can write a formal paper with an objective

tone that uses the correct conventions for my

subject area.

f. Provide a concluding statement or section that follows from and supports

the information or explanation presented (e.g., articulating implications or

the significance of the topic).

f. I can write a conclusion that shows the

importance of the information presented in my

paper.

W.11-12.3: Write narratives to develop real or imagined experiences or

events using effective technique, well-chosen details, and well-structured

event sequences.

I can write a well-structured, detailed narrative

about real or imagined events or experiences.

a. Engage and orient the reader by setting out a problem, situation, or

observation and its significance, establishing one or multiple point(s) of view,

and introducing a narrator and/or characters; create a smooth progression of

experiences or events.

a. I can engage the reader by introducing a

problem, situation or observation and revealing

its significance.

a. I can engage the reader by setting up one or

more points of view and introducing a narrator

and/or characters.

a. I can write events and experiences that

progress smoothly and logically.

b. Use narrative techniques, such as dialogue, pacing, description, reflection,

and multiple plot lines, to develop experiences, events, and/or characters.

b. I can write a narrative using techniques such

as dialogue, pacing, description, reflection,

and multiple plot lines.

b. I can use these narrative techniques to

develop events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one

another to create a coherent whole and build toward a particular tone and

outcome (e.g., a sense of mystery, suspense, growth, or resolution).

c. I can use a variety of techniques to arrange

events that build upon one another to create

an understandable narrative.

c. I can choose techniques that work together

to create a particular tone or outcome.

d. Use precise words and phrases, telling details, and sensory language to d. I can use precise words, telling details, and e. Provide a conclusion that follows from and reflects on what is experienced,

observed, or resolved over the course of the narrative.

e. I can conclude my story by reflecting on

what is experienced, observed, or resolved.

W.11-12.4: Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

(Grade-specific expectations for writing types are defined in standards 1–3

above.)

I can develop and organize clear and

straightforward writing which is appropriate for

a specific task, purpose, and audience.

W.11-12.5: Develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach, focusing on addressing what is

mostsignificant for a specific purpose and audience. (Editing for conventions

should demonstrate command of Language standards 1–3 up to and

including grades 11–12.)

I can develop and strengthen my writing by

planning, revising, editing, and rewriting.

I can address what is most significant for a

specific purpose or audience.

W.11-12.6: Use technology, including the Internet, to produce, publish, and

update individual or shared writing products in response to ongoing

feedback,including new arguments or information.

I can use technology to create, publish and

update writing for individual or group projects.

I can respond to ongoing feedback, including

new arguments or information.

I can use technology to link my writing to other

information.

Note: This standard is not addressed in 9th grade units, but is included in

10th.

I can narrow or broaden my research when

appropriate.

I can combine multiple sources to demonstate

my understanding of the subject.

W.11-12.7: Conduct short as well as more sustained research projects to

answer a question (including a self-generated question) or solve a problem;

narrow or broaden the inquiry when appropriate; synthesize multiple sources

on the subject, demonstrating understanding of the subject under

investigation.

I can research short as well as extended

projects to solve problems or answer

questions, including questions that I create.

I can narrow or broaden my research when

appropriate.

I can combine multiple sources to demonstate

my understanding of the subject.

W.11-12.8: Gather relevant information from multiple authoritative print and

digital sources, using advanced searches effectively; assess the strengths

and limitations of each source in terms of the task, purpose, and audience;

integrate information into the text selectively to maintain the flow of ideas,

avoiding plagiarism and overreliance on any one source and following a

standard format for citation.

I can conduct an advanced search to gather

relevant information from reliable print and

digital sources.

I can determine the strengths and weaknesses

of each source in terms of task, purpose, and

audience.

I can include information from sources that

supports my ideas without plagiarizing or

relying too heavily on one source.

I can correctly cite my sources within the text

and at the end of my paper.

W.11-12.9: Draw evidence from literary or informational texts to support

analysis, reflection, and research.

I can find specific facts, examples, or details in

literary or informational text to support my

analysis, reflection, and research.

a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate

knowledge of eighteenth-, nineteenth- and early-twentieth-century

foundational works of American literature, including how two or more texts

from the same period treat similar themes or topics.”)

a. Refer to "Student Learning Targets" for the

Grades 11-12 Reading Literature Standards.

b. Apply grades 11–12 Reading standards to literary nonfiction (e.g.,

“Delineateand evaluate the reasoning in seminal U.S. texts, including the

application of constitutional principles and use of legal reasoning [e.g., in U.S.

Supreme Court Case majority opinions and dissents] and the premises,

purposes, and arguments in works of public advocacy [e.g., The Federalist,

presidential addresses]”).

b. Refer to "Student Learning Targets" for the

Grades 11-12 Reading Information Standards.

W.11-12.10: Write routinely over extended time frames (time for research,

reflection, and revision) and shorter time frames (a single sitting or a day or

two) for a range of tasks, purposes, and audiences.

I can routinely write over a shorter or extended

time frame for a range of tasks, purposes, and

audiences.

SPEAKING AND LISTENING STANDARDS 7-12

SL.11-12.1: Initiate and participate effectively in a range of collaborative

discussions (one-on-one, in groups, and teacher-led) with diverse partners on

grades 11–12 topics, texts, and issues, building on others’ ideas and

expressing their own clearly and persuasively.

I can participate in a variety of discussions,

building on others' ideas, while expressing my

ideas clearly and convincingly.

a. Come to discussions prepared, having read and researched material under

study; explicitly draw on that preparation by referring to evidence from texts

and other research on the topic or issue to stimulate a thoughtful, well-

reasoned exchange of ideas.

a. I can research and share relevant evidence

to support a meaningful discussion.

b. Work with peers to promote civil, democratic discussions and decision-

making, set clear goals and deadlines, and establish individual roles as

needed.

b. I can work with peers to create roles within

the group to accomplish a goal and encourage

civil, democratic (self-ruled) discussions and

decision-making.

c. Propel conversations by posing and responding to questions that probe

reasoning and evidence; ensure a hearing for a full range of positions on a

topic or issue; clarify, verify, or challenge ideas and conclusions; and promote

divergent and creative perspectives.

c. I can ask questions and make comments

that respectfully challenge others' reasoning

and evidence, and establish different

perspectives.

c. I can actively include all others' positions in

the discussion.

d. Respond thoughtfully to diverse perspectives; synthesize comments,

claims,and evidence made on all sides of an issue; resolve contradictions

when possible; and determine what additional information or research is

required to deepen the investigation or complete the task.

d. I can respond thoughtfully to different

perspectives and resolve differences when

necessary.

d. I can incorporate information from multiple

viewpoints and determine what additional

information may be needed.

SL.11-12.2: Integrate multiple sources of information presented in diverse

formats and media (e.g., visually, quantitatively, orally) in order to make

informed decisions and solve problems, evaluating the credibility and

accuracy of each source and noting any discrepancies among the data.

I can evaluate and incorporate multiple

sources of accurate and credible information

to make informed decisions and solve

problems.

SL.11-12.3: Evaluate a speaker’s point of view, reasoning, and use of

evidence and rhetoric assessing the stance, premises, links among ideas,

word choice, points of emphasis, and tone used.

I can evaluate a speaker's point of view,

reasoning, and use of evidence.

I can identify and assess a speaker's use of

rhetorical devices, (premises, linking ideas,

word choice, emphasized points, and tone) to

support his/her position.

SL.11-12.4: Present information, findings, and supporting evidence,

conveying a clear and distinct perspective, such that listeners can follow the

line of reasoning, alternative or opposing perspectives are addressed, and

the organization, development, substance, and style are appropriate to

purpose, audience, and a range of formal and informal tasks.

I can present a clear and distinct perspective,

sharing information from my research findings.

I can effectively address opposing

perspectives.

I can present organized and well-developed

information that fits a variety of purposes,

audiences, and tasks.

SL.11-12.5: Make strategic use of digital media (e.g., textual, graphical,

audio, visual, and interactive elements) in presentations to enhance

understanding of findings, reasoning, and evidence and to add interest.

I can use digital media to present information

to make it understandable and engaging.

SL.11-12.6: Adapt speech to a variety of contexts and tasks, demonstrating

a command of formal English when indicated or appropriate. (See grades

11–12 Language standards 1 and 3 on page 54 for specific expectations.)

I can adapt the way I speak to a variety of

situations and purposes, using correct English

when needed.

LANGUAGE STANDARDS 7-12

L.11-12.2: Demonstrate command of the conventions of standard English

capitalization, punctuation, and spelling when writing.

I can use correct capitalization, punctuation,

and spelling in my writing.

a. Observe hyphenation conventions. a. I can correctly use a hyphen.

b. Spell correctly. b. I can correct misspelled words in my writing.

L.11-12.3: Apply knowledge of language to understand how language

functions in different contexts, to make effective choices for meaning or style,

and to comprehend more fully when reading or listening.

I can identify how language works in different

situations. I can identify ways that language

choices help me understand what I read and

hear.

I can make choices that help me understand

what I read and hear because I undertand how

language works in different circumstances.

I can identify ways that language choices

influence meaning or style.

a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences)

for guidance as needed; apply an understanding of syntax to the study of

complex texts when reading.

a. I can vary sentence structure for effect.

a. I can consult references for help in

understanding syntax.

a. I can identify different sentence structures in

complex texts.

L.11-12.4: Determine or clarify the meaning of unknown and multiple-

meaning words and phrases based on grades 11–12 reading and content,

choosing flexibly from a range of strategies.

I can use a variety of strategies to determine

what a word or phrase means.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a

word’s position or function in a sentence) as a clue to the meaning of a word

or phrase.

a. I can determine the meaning of a word

through context clues or by the way it is used

in a sentence or text.

b. Identify and correctly use patterns of word changes that indicate different

meanings or parts of speech (e.g., conceive, conception, conceivable).

b. I can identify how altering parts of words

can change their meanings and functions.

b. I can correctly use alternate word endings to

change the meanings of similar words.

c. Consult general and specialized reference materials (e.g., dictionaries,

glossaries, thesauruses), both print and digital, to find the pronunciation

of a word or determine or clarify its precise meaning, its part of speech, its

etymology, or its standard usage.

c. I can consult reference materials to find the

pronunciation, meaning, accepted usage and

origin of unfamiliar words.

d. Verify the preliminary determination of the meaning of a word or phrase

(e.g., by checking the inferred meaning in context or in a dictionary).

d. I can use context clues to define a word and

then verify my definition by using a dictionary.

L.11-12.5: Demonstrate understanding of figurative language, word

relationships, and nuances in word meanings.

I can identify examples of figurative language.

I can recognize how words relate to each

other.

I can recognize the slight differences in word

meanings based on how they are used.

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and

analyze their role in the text.

a. I can identify figures of speech such as

hyperbole and paradox and explain their

meaning and usage.

b. Analyze nuances in the meaning of words with similar denotations. b. I can explain the slight differences between

words with similar definitions.

b. I can use various resources to build my

vocabulary and help me understand what I

read or hear.

b. I can define words and phrases that are

specific to language arts and apply them in

speaking and writing.

L.11-12.6: Acquire and use accurately general academic and domain-

specific words and phrases, sufficient for reading, writing, speaking, and

listening at the college and career readiness level; demonstrate

independence in gathering vocabulary knowledge when considering a word or

phrase important to comprehension or expression.

I can explain what general academic words are

and use them in my writing.

I can define words and phrases that are

specific to language arts and apply them in

speaking and writing.

I can use various resources to build my

vocabulary and help me understand what I

read or hear.